COURSE DESCRIPTION

This course provides students with opportunities to gain knowledge and skills necessary to transition from student to registered nurse. Content includes current issues in health care, nursing leadership and management, professional practice issues for registered nurses, and transition into the workplace, Additional instruction is provided for preparing for the NCLEX-RN.

CREDIT HOURS

Theory2 credit hours

Lab0 credit hour

Clinical2credit hour

Total4 credit hours

Total contact hours - 8

NOTE:Theory credit hours are a 1:1 contact to credit ratio. Clinical credit is 1:3(Preceptorship).

The AlabamaCollege System

Copyright© 2006

All rights reserved

Role Transition for the Registered NurseNUR 204

PREREQUISITE COURSES

  • SPH 106, 107, or 116 Speech
  • PSY 210 – Human Growth and Development
  • NUR 202 – Nursing Throughout the Lifespan II

CO-REQUISITE COURSES

  • NUR 203 – Nursing Through the Lifespan III
  • Humanities elective

INSTRUCTIONAL NOTE: Provide students with the preceptorship orientation packet and related information.

INSTRUCTIONAL GOALS

  • Cognitive -Comprehend foundational knowledge of the process of transitioning from student to practicing nurse.
  • Performance - Apply foundational knowledge when transitioning from student to practicing nurse.

PROFESSIONAL COMPETENCIES/PERFORMANCE OBJECTIVES

Unless otherwise indicated, evaluation of student’s attainment of cognitive and performance objectives is based on knowledge and skills gained from this course. Competencies specified for each module may be set by certification agencies, national and state codes, health care facility policies, locally developed lab/clinical assignments, or any combination. Students are expected to utilize relevant technology for client care and documentation.

PROFESSIONAL COMPETENCIES

  • Manage care for assigned clients.
  • Demonstrate leadership and management skills.
  • Incorporate professionalism into managing health care.
  • Explain state board of nursing and licensure eligibility requirements.
  • Prepare for transition to the workplace.
  • Prepare for the NCLEX-RN.

MODULE A – CURRENT ISSUES IN HEALTH CARE
PROFESSTIONAL COMPETENCIES / PERFORMANCE OBJECTIVES
A1.0Manage care for assigned clients. (3c) / A1.1Evaluate the impact of current issues in the delivery of health care.
LEARNING OBJECTIVES / KSA Indicators
A1.1.1Differentiate among health care delivery models.
A1.1.2Differentiate among health care services.
A1.1.3Explain factors that influence health care.
A1.1.4Explain the role of the registered nurse in selected health care settings.
A1.1.5Explain the effect of staffing patterns, full time equivalent, acuity, and patient classification systems on the quality of health care.
A1.1.6Describe the responsibilities of the registered nurse regarding reimbursement.
A1.1.7Explain the responsibilities of the registered nurse in maintaining accreditation and licensure of health agencies.
A1.1.8Explain the role of the registered nurse in quality improvement in the health care system.
A1.1.9Evaluate use of cost-effective measures implemented by staff members.
A1.1.10Explain the role of the registered nurse in meeting the challenges within the health care system.
A1.1.11Explain the implications of emerging technologies in health care. / C
C
B
d
d
d
d
d
d
d
C
CLINICAL SKILLS
  • Preceptorship contract requirements

MODULE A OUTLINE
  • Health care delivery models
Team nursing
Primary nursing
Functional nursing
Total care
Case Management
  • Health care delivery systems
Types of health care services
  • Primary
  • Secondary
  • Tertiary
Factors influencing health care
  • Accessibility
  • Cost
  • Quality of services
  • RN’s Role in Health Care Settings
Ambulatory services
Inpatient care
Home health
Long-term care
Day programs
MODULE A OUTLINE (Continued)
Assisted living
Hospice
Schools
Industrial clinics
Community nursing centers
Voluntary health care agencies
  • Rural primary care hospitalsTrends and economics in the health care delivery system Staffing, acuity, patient classification systems
Managed care
  • Preferred Provider Organizations (PPO)
  • Health Maintenance Organizations (HMO)
Government Sponsored Insurance Plan
  • Medicare – Medicaid
  • Diagnostic Related Groups (DRG)
  • Military Health Care (Tri-care/CHAMPUS)
  • Children’s Health Insurance Program
Centers for Medicare and Medicaid (CMS)
Private pay/non-insured
Private Insurance
Health agency accreditation and licensure
Quality assurance
  • Cost-effective practices
  • Quality improvement practices
  • Resource management
  • Challenges for healthcare providers within the health care system
Disillusionment with providers
Loss of control
Decreased hospital use
Changing practice settings
Ethical issues
Vulnerable populations
  • Nursing’s response to health care challenges
Agenda for health care reform
Standards of care
Advanced practice
  • Emerging Technologies
  • Nursing informatics
  • Computerized documentation
  • Access to information
  • Privacyprotection
  • Critical pathways, care maps, nursing care plans

MODULE B –NURSING LEADERSHIP AND MANAGEMENT
PROFESSIONAL COMPETENCIES / STUDENT PERFORMANCE OBJECTIVES
B1.0 Demonstrate leadership and management skills. (3c) / B1.1 Given scenarios and clinical situations demonstrate leadership and management skills within a variety of health care settings.
B2.1Prioritize and manage client care.

LEARNING OBJECTIVES

/ KSA
Indicator
B1.1.1Contrast roles among levels of nursing.
B1.1.2Differentiate between leadership and management.
B1.1.3Contrast leadership styles.
B1.1.4Explain the appropriate application of various leadership styles.
B1.1.5Explain techniques to form effective teams.
B1.1.6Apply management skills to resolve problems and make decisions.
B1.1.7Differentiate between delegation and assignment.
B1.1.8Explain accountability when delegating.
B1.1.9Explain the rights of delegation.
B1.1.10Explain time management techniques.
B1.1.11Explain conflict management techniques.
B1.1.12Explain the role of the registered nurse in professional and collaborative communication among health team members.
B1.1.13Provide examples of ways to reduce stress.
B1.1.14Explain the role of the registered nurse in client advocacy. / d
C
d
d
d
d
d
c
C
b
b
d
b
c
B2.1.1Explain the role of the registered nurse in prioritizing and managing client care. / d
CLINICAL SKILLS
  • Preceptorship contract requirements
  • Critical thinking skills
  • Leadership/management skills
  • Conflict resolution
  • Professional/collaborative communication
  • Time management
  • Delegation/assignment
  • Team leadership
  • Stress management

MODULE B OUTLINE
  • Differentiation of practice
Advance Practice Nursing
RN
LPN
Unlicensed Assistive Personnel
  • Leadership vs. management
  • Leadership styles
  • Leadership skills
  • TeamBuilding
Team membership
Roles
Group dynamics
  • Management skills
Planning
Organizing
Supervising
Monitoring
  • Prioritizing and managing care
  • Decision making and problem solving
Decision making process
Problem solving process
  • Delegation and assignment
Boards of Nursing
  • Administrative Code

Chapter 610-X-2
  • Nurse Practice Act
Rights of delegation
  • Time management
  • Conflict management
  • Professional – Collaborative Communication
Client care reporting
Referrals
Continuity of care
  • Stress Management
Reality shock
Burnout
  • Client advocacy

MODULE C – PROFESSIONAL PRACTICE ISSUES FOR REGISTERED NURSES
PROFESSIONAL COMPETENCIES / STUDENT PERFORMANCE OBJECTIVES
C1.0 Incorporate professionalism into managing health care. (3c) / C1.1Given clinical situations or scenarios, intervene professionally as a registered nurse.

LEARNING OBJECTIVES

/ KSA
Indicator
C1.1.1Explain the application of laws pertaining to nursing practice.
C1.1.2Explain the scope of practice for registered nurses according to the Nurse Practice Act.
C1.1.3Identify actions to take concerning sexual harassment in the workplace.
C1.1.4Identify actions to take concerning violence in the workplace.
C1.1.5Explain the impact of cultural diversity on health care.
C1.1.6Differentiate among advanced directives, living wills, and durable power-of-attorney for health care (DPAHC).
C1.1.7Explain legal and ethical issues related to end-of-life decisions.
C1.1.8Identify actions to maintain client confidentiality and privacy.
C1.1.9Identify actions to take to reduce occurrences of malpractice.
C1.1.10Explain whistleblower protection statutes.
C1.1.11Explain professional behaviors and expectations of registered nursing. / D
D
d
d
d
d
C
d
d
C
c
CLINICAL SKILLS
  • Preceptorship contract requirements
  • Critical thinking skills
  • Confidentiality

MODULE C OUTLINE
  • Application of laws pertaining to nursing practice
Informed consent
Malpractice issues
Whistleblower protection
  • Application of the Nurse Practice Act
  • Sexual harassment
  • Violence in the workplace
  • Cultural diversity in the workplace
  • Advanced directives
  • Application of end-of-life decisions and the law
  • Confidentiality and privacy
  • Ethical issues
Application of ethical principles
Euthanasia
Value systems
  • Professional behaviors and expectations
Membership in professional organizations
Community involvement
Representing the profession of nursing
MODULE D – TRANSITION TO THE WORKPLACE
PROFESSIONAL COMPETENCIES / STUDENT PERFORMANCE OBJECTIVES
D1.0 Explain state board of nursing and licensure eligibility requirements. (D) / D1.1 This competency is measured cognitively.
D2.0 Prepare for transition to the workplace. (2c) / D2.1Practice effective job search techniques.
D2.2Develop required correspondence for obtaining a job in health care.
D2.3Role-play the position of an applicant seeking a job in health care.
D2.4This competency is measured cognitively.

LEARNING OBJECTIVES

/ KSA
Indicator
D1.1.1Explain state board of nursing and licensure eligibility requirements.
D1.1.2Explain applying for licensure using online resources.
D1.1.3Explain licensure renewal. / c
c
c
D2.1.1Explain sources of information for conducting a job search.
D2.1.2Identify elements of a job description.
D2.1.3Describe proper telephone etiquette. / a
c
a
D2.2.1Identify components of a resume.
D2.2.2Identify components of a cover letter.
D2.2.3Identify the process of completing a job application.
D2.2.4Identify components of a letter of resignation. / c
c
c
c
D2.3.1Explain the process of participating in a successful job interview.
D2.3.2Explain proper dress and appearance for a job interview. / c
c
D2.4.1Explain career mobility options for the registered nurse.
D2.4.2Explain pre-employment examinations and drug screening requirements.
D2.4.3Explain background check requirements for employment. / B
B
B
CLINICAL SKILLS
  • Resume writing
  • Letter writing
  • Interviewing skills
  • Dress and personal appearance

MODULE D OUTLINE
  • State board of nursing and licensure
Scope of practice
Continuing education
Temporary licensure
License renewal
  • Employability skills
Job searching
  • Job descriptions
  • Telephone skills
Job correspondence
  • Resumes and cover letters
  • Applications
  • Letters of resignation
Interviewing skills
Dress and appearance
  • Career mobility
Employment opportunities
Articulation
  • Pre-employment examinations and drug screening
  • Background checks

MODULE E – NCLEX–RN PREPARATION
PROFESSIONAL COMPETENCIES / STUDENT PERFORMANCE OBJECTIVES
E1.0Prepare for the NCLEX-RN. (3c) / E1.1 Take necessary actions to prepare to complete the NCLEX-RN.

LEARNING OBJECTIVES

/ KSA
Indicator
E1.1.1Explain the Computerized Adaptive Testing (CAT).
E1.1.2Explain the steps for preparing for the NCLEX-RN.
E1.1.3Identify elements of the NCLEX-RN test plan.
E1.1.4Explain test taking strategies.
E1.1.5Explain the elements of a prescriptive plan for remediation. / c
c
B
c
c
CLINICAL SKILLS
  • Computer-assisted simulations
  • Practice tests
  • Diagnostic NCLEX-RN readiness examination

MODULE E OUTLINE
  • Computerized Adaptive Testing (CAT)
  • Preparing for the NCLEX-RN
  • NCLEX-RN Test Plan
Categories of client needs
Phases of the nursing process
Percentages of items
  • Test-taking strategies
  • Preparation of Applications for Board of Nursing and Registration for NCLEX-RN
  • Computer-assisted simulations
  • Practice tests
  • Development of a prescriptive plan for remediation
  • Review of content specific to registered nursing
  • Diagnostic NCLEX-RN readiness examination

Learning Objectives Table of specifications

The table below identifies the percentage of cognitive objectives for each module. Instructors should develop sufficient numbers of test items at the appropriate level of evaluation.

Facts/ Nomenclature / Principles/ Procedures / Analysis/ Operating Principles / Evaluation/ Complete Theory
A/a / B/b / C/c / D/d
Module A / - / 9% / 27% / 64%
Module B / - / 20% / 27% / 57%
Module C / - / - / 27% / 73%
Module D / 13% / 20% / 67% / -
Module E / - / 20% / 80% / -
Knowledge, Skills, and Attitudes (KSA) Indicators
Value / Key Word(s) / Definition
Performance
Ability / 4 / Highly
Proficient / Performs competency quickly and accurately. Instructs others how to do the competency.
3 / Proficient / Performs all parts of the competency. Needs only a spot check of completed work.
2 / Partially
Proficient / Performs most parts of the competency. Needs help only on hardest parts.
1 / Limited Proficiency / Performs simple parts of the competency. Needs to be told or shown how to do most of the competency.
Knowledge of Skills / d / Complete
Theory / Predicts, isolates, and resolves problems about the competency.
c / Operating Principles / Identifies why and when the competency must be done and why each step is needed.
b / Procedures / Determines step-by-step procedures for doing the competency.
a / Nomenclature / Names parts, tools, and simple facts about the competency.
Knowledge / D / Evaluation / Evaluates conditions and makes proper decisions about the subject.
C / Analysis / Analyzes facts and principles and draws conclusions about the subject.
B / Principles / Identifies relationship of basic facts and states general principles about the subject.
A / Facts / Identifies basic facts and terms about the subject.
Affective / *5 / Characterization by Value / Acting consistently with the new value
*4 / Organization / Integrating a new value into one's general set of values, giving it some ranking among one's general priorities
*3 / Valuing / Showing some definite involvement or commitment
*2 / Responding / Showing some new behaviors as a result of experience
*1 / Receiving / Being aware of or attending to something in the environment
Alpha Scale Values - Any item with an upper case letter (A, B, C, D) by itself is taught as general information on a topic. This information may be related to the competency or encompass multiple competencies. Examples might include mathematical computations or knowledge of principles such as Ohm’s Law.
A lower case letter indicates a level of ”Knowledge of Skills." Individuals are taught information pertaining to performing a competency. These may be indicated alone or in conjunction with a numerical scale value. A lower case letter by itself indicates the individual is not required to perform the task-just know about the task. (Example: Can state or explain procedures for doing a task).
Numerical Scale Values - The numbers reflect the levels the individual will be able to perform a competency. Number values are always accompanied by lower case letters (i.e. 1a, 2b, 3c...etc.) in order to specify the level of knowledge of skills associated with the competency.
Example: An individual with a competency with a scale indicator of 3b has received training of knowledge of skills whereby he or she can determine the correct procedures and perform with limited supervision; only requiring evaluation of the finished product or procedure.
Asterisk items indicate desired affective domain levels and are used to indicate the desired level for a given competency. They may be used independently or with other indicators (i.e. 1a-*1, 2c-*3). If used with another indicator, separate with a hyphen.
NOTE: Codes indicate terminal values.

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ACS Copyright© 2006

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